ISSN: 2222-6990
Open access
Students need to know their current levels of thinking and how to progress to the next level by self-assess themselves. Otherwise, they would constantly demand teachers to spoon-feed them to achieve a specific level. This is due to the students’ failure to master the lower order thinking skills level that hinder them from making systematic and strategic progress in their learning. The aim of this study was to evaluate a feedback of writing module based on SOLO taxonomy which apply self and peer assessment in their construction of writing development. To test the reliability of the module, a pilot study for the implementation of the module was conducted with the help of the English Language teacher who teach the remedial class in the selected school. The purpose of this pilot study is for ensuring the suitability of the module in terms of time allocation, clarity of instruction, suitability distribution of sub modules and organized activities. A total of 30 Year 5 low achiever learners (LAL) in a primary school have been selected for the pilot study. A set of questionnaires with five constructs consisting of 20 items has been distributed and the means score showed significant accuracy. The item verification process based on the agreement of seven experts using the Content Validity Index (CVI) approach received experts (n=7) consensus reliability value (?) = 0.92. The results indicated that the LAL can adapt the self and peer assessment approach based on SOLO taxonomy in a short time and proves that the self- peer assessment process can be taught to the low achiever primary level if supported by opportunities to practice it regularly in an organized and supportive classroom environment.
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In-Text Citation: (Abdullah & Masran, 2021)
To Cite this Article: Abdullah, N., & Masran, M. N. (2021). The Application of Solo Taxonomy in Writing Module Based on Self and Peer Assessment for Primary Level in Malaysia: A Pilot Study. International Journal of Academic Research in Business and Social Sciences, 11(6), 186–195.
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